Mental Frameworks of Mexican American and Anglo Elementary Principals
Bibliographic Data
| ID | 10855449 |
|---|---|
| Authors | Trudya Campbell (Kansas State University, corresponding author) |
| Year | 1996 |
| Volume | 31 |
| Issue | 1 |
| Pages | 57-71 |
| Publication date | 1996-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Urban Education (JOURNAL) |
| Journal identifiers | ISSN: 0042-0859 • E-ISSN: 1552-8340 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0042085996031001003 |
| OpenAlex | W2104050874 |
| Language | EN |
| Citations received | 1 |
| References cited | 10 |
The purpose of this research was to identify and analyze the mental frame works of urban elementary school principals to determine whet her they differ on the basis of majority (Anglo) or minority (Mexican American) group membership. Interviews were conducted with five male informants from each of the two ethnic groups using open-ended questions concerning typical duties, role relationships, problems, decision making, changes, and training. Although findings indicated many similarities among all of the principals, differences between ethnic groups were noted in the areas of tasks, role relationships, changes, and value statements. Most notable was the pressure felt by Mexican American principals to act as role models
Ethnic group · Mathematics education · Mexican americans · Pedagogy · Sociology · Value (mathematics) · Parental Involvement in Education · Psychology · School Choice and Performance · Social Psychology · Teacher Education and Leadership Studies
What we say/what we do
Keeping track
Achievement Effects of Ability Grouping in Secondary Schools
Biological substrates of field dependence
Situated Actions and Vocabularies of Motive
The role of individual differences in field dependence as a factor in learning and memory
Cognitive Styles of Children of Three Ethnic Groups in the United States
| Citations per year | 0.13 |
|---|---|
| Citation span | 2018 - 2018 (1) |
| Highly cited | No |